Here you will find all the articles, Toolkit items and Q&As relating to Curriculum.
Scroll down to see the articles, supporting Toolkit documents and Q&As in this section. You will find the most recent ones listed at the top.
Articles
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Educational technology: the good, the bad, and the ugly
Technology is all around us, but that is not to say that all technology is equal or that the use of technology is always preferable to more traditional forms of teaching. Matt Bromley outlines some pros and cons to help schools make informed decisions about purchasing technology.
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Curriculum planning for 2019
Matt Bromley looks at how to prepare for the 2019 Education inspection framework, with a particular focus on the curriculum.
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Curriculum: the ‘real substance of education’?
Tony Powell talks about how to establish a curriculum that provides a rich experience for all.
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Free article: The exam post-mortem
Matt Bromley considers how schools can learn from exam performance data and build this into school improvement.
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Free article: Actively promoting fundamental British values
Tony Powell advises on how schools can demonstrate that they are actively promoting fundamental British values.
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Why SMSC is more than assembly and a trip to the art gallery
John Viner looks at what SMSC really means in terms of what schools should be doing.
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A revised EYFS framework reflects the trends
Suzanne O'Connell looks at the main changes in the amended early years framework.
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Designing your new curriculum
With the new national curriculum due to be implemented in September 2014, how should schools prepare and what will inspectors expect to see?
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Changes to secondary curriculum
This article looks at the changes to the curriculum at Key Stages 3 and 4, and the potential implications for schools.
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A new primary curriculum
It is nothing like Rose proposed. The new primary curriculum is here and maintained schools should be preparing for its implementation
Toolkit
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Checklist – Evaluating the curriculum: Does it help all pupils achieve well?
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Form – Intent, implementation and impact: initial action plan
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Checklist – Weaknesses of curriculum design and implementation: actions to improve
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Checklist – Strengths of curriculum design and implementation: actions to improve
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Form - Key Stage 4 All subjects level analysis
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Form - Key Stage 4 Pupil teacher level analysis
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Checklist- Spiritual, moral, social and cultural development
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Worked example - Spiritual, moral, social and cultural development checklist
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Form - Promoting fundamental British values through the collective worship and assembly programmes
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Form - Promoting fundamental British values: Auditing pupils' knowledge, understanding and skills
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Form - Promoting fundamental British values through the collective worship and assembly programmes
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Form - Promoting fundamental British values through subjects: secondary schools
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Form - Promoting fundamental British values through subjects: primary schools
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Form - Promoting fundamental British values: Auditing pupils' knowledge, understanding and skills
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Checklist - Making a judgement on your schools provision for SMSC
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Checklist - Assessing provision for spiritual development in one topic
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Checklist - Assessing provision for spiritual development overall
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Making provision for spiritual development in your school
Making provision for spiritual development in your school Ofsted’s School inspection handbook (2014) emphasises the importance of SMSC without defining what spiritual development entails. Tony Eaude sheds some light on the subject.
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Mapping exercise – Whole-school literacy strategies
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Handout - The national curriculum in England : secondary
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Handout - The national curriculum in England : primary
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Checklist – Evaluating moral development: School provision
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Helping pupils realise their aspirations
Differences in educational outcomes between those from disadvantaged backgrounds and their peers are proving stubborn to shift. A Joseph Rowntree Foundation (JRF) report advises that parents might make the difference.
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Form - Working with parents to raise aspirations
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Checklist - Evaluating cultural development: school provision
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Checklist - Evaluating social development: school provision
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Checklist - Evaluating moral development pupils personal characteristics
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Checklist - Evaluating spiritual development school provision
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Handout - Reform of the primary National Curriculum in England
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Handout - Reform of the secondary National Curriculum in England
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The impact of mentoring upon student achievement
This article discusses mentoring as an intervention, poses the question of what we mean by effective mentoring practice and considers the difference mentoring makes.
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SMSC: Answering your questions
Tony Eaude answers questions raised about spiritual, moral, social and cultural development.
Q&A
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Q. We have a number of vulnerable children on our school roll. We recognise that they are not making the progress that they should. Do you have any suggestions for actions we might take?
A. This is a very important issue for you to flag up. Improving educational outcomes for this group of children can really enhance their life chances, but it is difficult to do. You have many factors working against you. Challenging home circumstances can make in-school actions less effective. However complex the barriers might seem, you are responsible for doing your very best to make the difference.
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Q. Is the promotion of British values still a major requirement in our schools?
A. Amanda Spielman’s recent speech to the Policy Exchange think tank makes it clear that the promotion of British values is still high on the agenda. In her speech, she emphasised that schools must take responsibility for the promotion of British values and that Ofsted will be making sure that they do it well.
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Q. We are feeling rather bruised by the results of the Key Stage 2 SATs this year and are struggling to know whether there will be problems for us or not. Do you have any advice?
A. You are not the only headteacher to feel concerned about this year’s results.
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Q. I hear there’s no conclusive evidence about the benefits of collaboration. Will this change the DfE’s commitment to a school-led system?
A. I think you are referring to the report, Effective school partnerships and collaboration for school improvement: A review of the evidence. This report was published in October 2015 as a result of research conducted by Dr Paul Armstrong.
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Q. I feel overwhelmed by the amount of changes that we are expected to make by September. I don’t know where to start. What do you advise?
A. I’m not surprised that you are feeling overwhelmed. Schools are facing huge challenges in the months ahead.
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Q. With the proposed removal of levels from the new national curriculum, how will primary schools measure the progress of pupils?
A. From September 2014, National Curriculum levels will no longer be used to assess progress and attainment.
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Q: Is it true that the rules on class size have been relaxed? What does that mean for us?
A: The law that requires that infant classes must not contain more than 30 pupils with a single teacher remains.
