OFSTED are currently reviewing how the curriculum is designed and delivered in all phases of education.
In a recent presentation Sean Harford of OFSTED made a plea that schools should be ‘bold and courageous’ with their curriculum. There are many clues from different commentators and especially from Amanda Spielman as to what is wanted here. Essentially the curriculum should have depth and breadth, build on prior learning and challenge pupils to master the essential principles embodied in the learning of the core skills especially, reading, writing, communication and Mathematics as well as digital and scientific literacy. Pupils should be able to make connections and become unconsciously competent in their use of these skills in the pursuance of deeper knowledge and understanding that expand their horizons.
There are, according to Sean Harford of OFSTED, three parts to a framework that make up the essential planning of a cohesive and successful curriculum, these are:
- Intent – What will be included in the curriculum framework and what knowledge and understanding will be gained by pupils at each stage?
- Implementation – How will the curriculum be translated over time into a structure and narrative within the institutional context
- Impact and achievement – Evaluating what knowledge and understanding pupils have gained against expectations
‘Depth and breadth’ are words liberally used in much of the documentation and transcripts from speeches. Sean Harford admits that there is some ambiguity as to how different schools interpret these words. For me, the essence of this is to create a seamless curriculum where pupils build on prior learning from lesson to lesson, subject to subject and from year to year. The curriculum design is a tapestry of learning and the planning of the curriculum needs to draw on all those who will deliver it to understand how their input is an integral part of a whole school drive for deep and meaningful progression for all pupils.
There will be a new OFSTED handbook and framework from September 2019 and if the current literature is correct there will be a greater emphasis on how schools plan, implement and evaluate their curriculum. If this is so, now is the time to start to focus on ensuring there is a dialogue that involves everyone at school involved in teaching and learning to focus on how the curriculum is woven together to ensure pupils are continually developing their knowledge and skills and deepening their understanding over time.
To create the right culture for cohesion and collaboration the curriculum needs to be at the heart of the planning process. The vision for school success must be linked to the design, delivery and impact of a curriculum that develops pupils to know more and remember more over time. An assessment policy needs to be seen to support the pupils’ journeys through the curriculum and be pupil centred. Pedagogy needs to be explored and defined in terms of how it allows pupils to deepen their understanding, refine metacognition and create the unconsciously competent learner who deftly uses skills in a wide variety of contexts within school and beyond.
Following in-depth research our curriculum experts have some ‘bold and brave’ solutions and a wealth of resources to support schools in both the primary and secondary phases of education to focus on their curriculum, what to keep, what to change and how to create the evidence that your curriculum delivers high quality learning over time.